NO.  3063 


/ 


I  / 


The 


Mission  Study  Class 


What  Is  It? 
How  Organize  It? 


The  Educational  Department,  Board  of 
Missions,  281  Fourth  Avenue,  New  York 


The  Mission  Study  Class 


What  Is  It? 

How  Organize  It? 


I.  WHAT  IS  IT? 

The  mission  study  class,  in  its  most  approved 
and  usual  form,  is  a  small  group  of  persons  who 
meet  weekly  for  from  six  to  ten  sessions  of  not  less 
than  one  hour  each  to  study  under  a  leader  a  text 
book  relating  to  missions,  home  or  foreign.  It 
is  not  a  lecture,  nor  a  programme  meeting,  but  a  class 
in  which  all  are  expected  to  take  part  freely. 

It  does  not  interfere  with  any  other  agency.  It 
rather  helps  to  make  other  forms  of  missionary 
effort  more  effective.  Nothing  else  will  so  prepare 
people  to  take  an  edifying  part  in  missionary  meet¬ 
ings,  nothing  else  will  make  them  so  willing  to  serve 
on  missionary  committees  or  undertake  other  kinds 
of  work  for  the  cause.  It  takes  time,  it  is  true,  but 
the  time  of  only  a  few  persons.  It  is  not  an  ad¬ 
ditional  congregational  meeting.  It  asks  us  once  or 
twice  a  year,  in  the  season  when  we  can  best  spare 
the  time,  to  join  a  small  group  for  a  series  of  weekly 
meetings,  held  morning,  afternoon  or  evening,  as 
shall  be  most  convenient,  and  continuing  not  over 
two  months. 


H.  ITS  PURPOSE 

The  purpose  of  the  mission  study  class  is  not  to 
provide  a  means  whereby  a  number  of  people  may 
acquire  a  lot  of  information  about  missions.  Its 

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aim  is  deeper.  Its  purpose  is  intensive  cultivation 
whereby  a  few  individuals  may  be  aroused  so  that 
they  may  become  leaders  in  the  church  in  the  pros¬ 
ecution  of  the  missionary  enterprise.  One  intel¬ 
ligent  and  enthusiastic  missionary  worker  is  worth 
more  to  the  cause  than  a  score  of  ordinary  lukewarm 
Christians.  It  is  a  sad  fact  that  in  most  cases  mis¬ 
sionary  sermons  and  meetings  produce  only  a  gentle 
warmth.  We  need  something  that  will  make  at  least 
a  few  persons  boil  over.  These  in  turn  will  inspire  the 
rest  by  personal  contact.  A  dozen  well-heated  radia¬ 
tors  will  keep  a  whole  house  warm.  The  mission 
study  class  is  the  furnace  that  heats  the  radiators. 

The  ultimate  aim  of  the  study  class  is  twofold, 
to  aid  in  spreading  the  Kingdom  of  God  in  the  world 
and  to  develop  Christian  character.  Neither  side 
of  this  aim  can  be  secured  without  action.  Spiritual 
life  cannot  grow  without  active  obedience.  Active 
obedience  requires  us  to  go  and  teach  all  nations. 
On  the  other  hand,  as  our  lives  deepen  we  shall 
serve  more  gladly  and  effectively.  This  marks  off 
the  mission  study  class  from  a  current-event  club  or 
a  missionary  meeting  whose  purpose  is  mere  infor¬ 
mation.  As  a  matter  of  fact,  study  classes  have 
roused  thousands  of  persons  to  study  more  intel¬ 
ligently,  to  pray  more  earnestly,  to  give  more  liber¬ 
ally,  to  serve  the  cause  at  home  or  to  volunteer  for 
the  field.  With  some  classes  it  may  be  wise  not  to 
announce  these  aims  in  advance,  but  they  must  be 
constantly  kept  in  mind  by  the  leader.  The  study 
class  must  never  come  together  as  a  matter  of  mere 
routine,  but  always  with  the  prayer  that  their  de¬ 
liberations  may  result  in  something  tangible. 

III.  ITS  REQUIREMENTS 

If  the  mission  study  class  yields  greater  results 
than  do  semi-annual  missionary  sermons,  monthly 


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missionary  meetings  or  desultory  reading,  it  is  be¬ 
cause  it  demands  more.  It  is  not  satisfied  with 
methods  that  would  be  considered  altogether  inade¬ 
quate  in  dealing  with  a  secular  subject.  It  requires; 
(a)  a  small  group,  so  that  each  member  shall  feel 
quite  at  ease  and  be  able  therefore  to  express  him¬ 
self  freely;  (&)  sessions  at  least  weekly,  so  that  con¬ 
secutive  work  may  be  possible;  (c)  a  single  subject 
for  each  course,  so  that  impressions  may  be  definite; 

(d)  preparation  for  each  session  on  work  assigned  by 
the  leader,  so  that  habits  of  study  may  be  formed; 

(e)  free  self-expression  by  the  class,  so  that  ideas  may 
be  thoroughly  digested;  (/)  social  sympathy,  the 
contagion  that  comes  from  associating  with  others 
deeply  interested  in  the  same  subject.  If  a  group 
is  small,  it  is  more  easily  secured.  If  the  meetings 
are  weekly,  the  course  is  over  so  much  the  sooner. 
Short  courses  lasting  from  six  to  eight  weeks  have 
been  found  most  practicable. 

IV.  THE  WAY  TO  FORM  ONE 

I.  Promoter.  The  first  thing  needed  is  an  individ¬ 
ual  who  believes  that  a  mission  study  class  ought 
to  be  organized  and  is  willing  to  take  some  trouble 
to  secure  it.  He  or  she  should  first  approach  those 
members  of  the  parish  that  seem  likely  to  respond. 
He  should  avoid,  however,  those  who  are  already  so 
loaded  down  with  church  work  as  to  be  unable  to 
take  hold  with  real  earnestness.  The  thing  most  to 
be  kept  in  mind  in  enlisting  members  is  the  work  to 
be  secured  from  them  as  a  result  of  the  course. 
Strike  for  young  blood,  for  possible  missionary 
workers  and  leaders,  for  those  free  to  make  their 
lives  count  for  the  spread  of  the  Kingdom  of  God. 
Do  not,  however,  despise  material  that  seems  un¬ 
promising. 


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A  special  effort  should  be  made  to  secure  Sunday- 
School  superintendents  and  teachers.  The  introduc¬ 
tion  of  missions  into  the  Sunday  School  will  amount  to 
little  if  the  superintendent  and  teachers  have  no  en¬ 
thusiasm  for  the  ’'“hfect. 

The  promoter  must  be  a  personal  worker.  He 
must  put  no  confidence  in  announcements  from  the 
chancel  or  advertisements  or  messages  as  fit  sub¬ 
stitutes  for  personal  contact.  He  must  be  enthusi¬ 
astic  and  persuasive,  but  must  never  coax  or  worry 
persons  into  joining.  He  should  explain  fully  what 
the  scheme  requires  and  what  it  promises,  laying 
stress  on  the  fact  that  it  demands  weekly  meetings. 
He  should  know  the  great  reasons  for  the  study  of 
missions.  He  should  be  prepared  to  pray  out  success. 

When  two  or  three  besides  the  leader  have  been 
secured,  the  class  becomes  a  possibility.  ’* 

2.  Leader.  In  most  cases  it  is  well  to  begin  to 
search  for  a  leader  as  soon  as  the  idea  of  having 
a  class  is  seriously  considered.  Once  a  leader  is 
found  the  task  is  half  begun.  But  remember  that, 
inasmuch  as  your  leader  has  a  serious  task  to  per¬ 
form,  he  should  be  allowed  three  or  four  weeks  in 
which  to  make  ready. 

The  qualifications  for  a  leader  are:  (a)  deep 
earnestness  and  a  real  interest  in  the  Kingdom.  It 
is  too  much  to  expect  a  man  or  a  woman  who  has 
not  the  cause  at  heart  to  have  an  effect  upon  the 
sentiments  of  the  class.  Whereas,  on  the  other  hand, 
it  can  be  affirmed  that  any  person  who  is  thoroughly 
in  earnest,  whether  he  know  much  or  little,  can  by  his 
earnestness  arouse  the  interest  of  others. 

{h)  As  a  second  qualification,  he  should  be  pos¬ 
sessed  of  love  for  others  and  common  sense.  The 
greatest  expert  can  never  do  more  than  impart  in¬ 
formation  unless  he  approaches  his  class  with  sym¬ 
pathy  and  tact.  It  is  better  to  have  as  a  leader  a 

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person  of  mediocre  intelligence,  who  knows  how  to 
get  on  with  people,  than  an  erudite  scholar  who  does 
not  possess  the  faculty  of  making  people  feel  at  home 
and  at  ease. 

This  is  perhaps  the  most  vital  element  in  a  suc¬ 
cessful  leader.  Anybody  who  is  in  earnest  can  learn 
enough  in  a  month  to  lead  others — ^and  himself — into 
larger  knowledge.  We  can  perhaps  sum  up  the 
whole  matter  thus:  get  for  a  leader  some  one  who  is 
fond  of  people.  The  secret  of  influencing  others  is 
the  secret  of  loving  others.  No  man  can  help  caring 
for  one  who  cares  for  him,  and  a  class  led  by  a  man 
or  a  woman  who  really  likes  every  member  of  that 
class  and  who  is  in  earnest  will  seldom  fail  to  be 
productive  of  results. 

(c)  The  third  qualification  is  that  the  leader  should 
be  willing  and  able  to  take  time  to  prepare  for  each 
lesson.  Avoid  people  who  already  have  too  many 
irons  in  the  fire.  A  rector  is  seldom  able  to  give  the 
exact  attention  that  is  needed.  Seek  out  some  one 
who  can  give  his  whole  attention  to  the  class,  and 
who  is  prepared  to  spend  an  hour  or  more  on  each 
session.  Presidents  of  auxiliaries  in  large  parishes 
generally  have  too  many  other  details  to  handle,  but, 
however  that  may  be,  remember  that  the  mission 
study  class  leader  should  for  the  time  being  regard 
the  class  as  his  first  and  foremost  occupation. 

(d)  The  fourth  requirement  is  a  moderate  amount 
of  teaching  ability.  This  has  already  been  dwelt 
upon  and  implied,  but  something  more  should  be 
added.  In  the  first  place,  remember  that  mission 
teaching  ability  means  common  sense  and  love  for 
one’s  neighbors  and  deep  interest  in  the  subject. 
With  these  to  begin  with  the  thing  is  three-quarters 
done.  But  in  the  second  place,  if  feasible,  some 
practical  suggestions  should  be  sought  in  such  books 
as  “The  Point  of  Contact,’’  by  Patterson  Du  Bois; 


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“Talks  to  Teachers,”  by  James;  “The  Mission 
Study  Class  Leader,”  by  T.  H.  P.  Sailer. 

From  such  books,  which  can  be  ordered  through 
your  local  book  store,  many  practical  suggestions 
which  will  be  of  value  can  be  obtained. 

Above  all  things,  avoid  teachers  whose  only  method 
of  imparting  truth  is  to  lecture  or  preach.  The 
whole  point  and  value  of  the  class  will  be  lost  unless 
the  members  talk  quite  as  much,  if  not  more,  than 
the  leader.  The  explanation  of  this  is  that  the  class 
gathers  to  acquire  interest  and  not  information  only, 
and  we  can  never  become  interested  in  a  thing  until 
we  have  talked  about  it.  For  example,  you  go  to  a 
lecture  and  though  you  enjoy  it  you  have  not  be¬ 
come  as  interested  in  the  subject  treated  as  you 
would  have  if  you  had  spent  the  evening  quietly  dis¬ 
cussing  it.  Just  compare  the  amount  of  interest  you 
have  in  a  thing  which  you  have  heard  some  one  else 
talk  about  with  the  interest  you  have  in  a  thing  about 
which  you  yourself  have  talked. 

Now,  just  because  people  do  not  become  really  in¬ 
terested  and  alive  to  a  subject  until  they  have  talked 
about  it  and  expressed  their  own  views  upon  it,  and 
perhaps  argued  keenly  for  or  against  it;  just  because 
people  are  not  actually  awake  to  a  subject  until  they 
have  themselves  discussed  it,  it  is  most  important 
to  avoid  leaders  who  will  not  give  the  class  all  the 
opportunity  they  desire  to  talk  and  debate.  It  is 
better  to  have  a  lively  discussion  over  one  point  than  to 
have  no  discussion  and  only  a  lecture  over  ten.  The 
class  meets  to  gain  enthusiasm.  If  it  never  gets 
beyond  the  first  chapter  of  the  text  book  but  has 
become  thoroughly  excited  over  that,  it  would  be 
better  than  to  have  it  finish  the  book  without  be¬ 
coming  particularly  interested  in  any  part  of  it.  So  try 
and  get  for  a  leader  one  who  is  apt  at  drawing  people 
out  and  who  is  able  to  preside  over  a  discussion. 

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Then,  finally,  by  presiding  over  a  discussion 
is  meant  to  keep  it  within  profitable  bounds.  What¬ 
ever  is  debated  should  bear  upon  that  phase  of  the 
extension  of  the  Kingdom  which  is  implied  or  dealt 
with  in  the  chapter  assigned  for  the  lesson.  The 
wise  and  efficient  leader  is  the  one  that  can  guide, 
with  a  word  here  and  a  word  there,  the  whole  debate, 
so  that  it  will  come  to  a  conclusion  which  will  make 
for  the  progress  of  the  Kingdom.  That  is  to  say,  the 
leader  should  be  sure  to  force  the  debaters  to  a  con¬ 
clusion.  They  should  avoid  endings  nowhere !  They 
should  always  sum  up  the  results  of  their  discussion, 
and  it  should  be  the  aim  of  the  leader  to  see  that  that 
conclusion  is  one  which  will  be  profitable,  which  shall 
have  made  the  session  worth  while.  It  will  profit 
little  to  conclude  that  Hinduism  is  decadent  and 
foolish.  It  will  profit  much  to  conclude  that  Him 
duism  is  so  inferior  to  our  faith  that  we  ought  to  try 
in  some  way,  to  enlighten  them  “that  sit  in  darkness." 

And,  next,  a  word  about  the  training  and  raising  up 
of  leaders.  Mission  study  is  not  the  diversion  of  a 
single  season,  however,  but  a  feature  of  church  work 
that  should  become  permanent,  and  with  the  future 
in  view  nothing  is  more  important  that  to  train 
well-equipped  leaders.  If  no  leader  of  experience 
can  be  had,  the  first  class  should  be  devoted  mainly 
to  the  purpose  of  training  one  or  more.  It  should  be 
small,  composed  of  sympathetic  workers  who  wish 
to  learn  something  of  method,  as  well  as  of  the  sub¬ 
ject,  and  who  will  take  every  opportunity  to  practice 
on  one  another.  Such  a  class  would  be  in  many 
churches  the  most  hopeful  beginning  that  mission 
study  could  possibly  have.  Persons  who  have  ac¬ 
quired  experience  must  be  followed  up  in  the  future 
and  made  to  utilize  it  in  leading  new  classes. 

It  will  be  a  great  help  if  the  leader  can  be  selected 
long  enough  in  advance  to  attend  a  summer  mis- 


9 


Sionary  conference  or  winter  institute,  where  the 
methods  and  practice  of  teaching  are  illustrated  by 
experienced  teachers.  If  a  normal  class  has  been 
organized  in  the  same  city  or  town,  he  should  make 
every  effort  to  join  it. 

The  best  plan  is  for  each  class  to  have  a  single 
leader,  so  that  the  practice  gained  in  one  session 
may  be  turned  to  account  in  the  next.  Two  per¬ 
sons  working  in  close  touch  may  do  well,  but  divid¬ 
ing  the  sessions  among  several  leaders  is  not  to  be 
recommended. 

In  order  to  help  the  leader  a  class  secretary,  who 
looks  up  absent  members  and  sends  them  the  as¬ 
signments  of  the  lesson,  and  does  lookout  work  gen¬ 
erally,  is  a  valuable  aid.  An  active  librarian,  who 
finds  out  what  books  are  needed,  brings  them  to  the 
class  sessions,  hands  those  needed  for  reference  to 
the  members  who  have  been  assigned  papers  and 
circulates  the  more  readable  books  among  the  other 
members,  can  be  a  source  of  blessing  hardly  second 
to  a  good  leader. 

3.  Course.  As  soon  as  the  leader  is  secured,  the 
coume  should  be  selected  in  order  that  as  much 
time  possible  may  be  available  for  preparation. 
It  is  usually  best  to  study  the  topic  recommended 
for  the  year  by  the  Educational  Department  of  the 
Board,  as  the  helps  on  this  subject  are  most  recent. 
The  leader  should  write  at  once  to  the  Educational 
Secretary  for  literature. 

4.  Members.  The  quality  of  the  membership  de¬ 
pends  mainly  on  the  activity  and  personal  contact  of 
the  promoter.  As  stated  above,  those  most  likely 
to  take  hold  earnestly  should  be  approached  first. 
It  is  often  well  to  solicit  some  person  who  has  an 
influence  over  a  circle  of  others  and  to  use  the  name 
as  an  advertisement.  Avoid  those  incapable  of 
gtrenuousness. 


Classes  should  be  small.  Few  leaders  can  do 
justice  to  more  than  twelve  members  at  once.  Six 
is  an  ideal  number  for  a  working  class,  if  they  all 
attend  regularly.  Rather  than  attempt  to  carry 
over  fifteen  members,  it  would  be  well  to  divide  into 
two  classes  or  to  persuade  some  to  wait  until  later 
in  the  year,  when  the  course  would  be  repeated  for 
them. 

If  personal  work  fails  to  gather  as  many  members 
as  are  desired,  advertising  should  be  employed. 
Ask  your  rector  to  explain  and  to  commend  the 
scheme  from  the  chancel,  and  devote  a  meeting  of 
the  young  people’s  society  to  the  subject.  Lay  the 
matter  strongly  on  the  consciences  of  those  present 
and  plead  with  them  to  give  themselves  a  chance  to 
become  intelligently  interested  in  this  great  cause. 
Some  carefully  planned  missionary  meetings  and  the 
circulation  of  especially  interesting  missionary  books 
may  be  necessary  to  induce  persons  to  respond. 

The  requirements  of  active  membership  are  regu¬ 
lar  attendance,  barring  accidents,  and  study  of  the 
assigned  lesson  at  least  one  hour  each  week.  It  is 
taken  for  granted  that  each  member  shall  own  a 
text  book,  except  where  two  or  more  live  in  the 
same  household.  Remember  that  some  may  refuse 
to  join  from  sheer  timidity,  and  therefore  be  en¬ 
couraging  but  do  not  wreck  the  class  by  admitting 
those  who  have  no  intention  of  fulfilling  the  require¬ 
ments.  The  latter  may  be  invited  to  attend  as 
visitors  and  may  later  be  persuaded  to  become  regular 
members. 

5.  Meetings.  These  should  be  separate  from  any 
other  meeting  except  under  the  most  desperate  cir¬ 
cumstances.  If  not,  they  are  almost  sure  to  be 
cramped  for  time  or  swamped  by  non-workers. 
They  should  meet  weekly  in  order  to  maintain  in¬ 
terest  most  effectively.  Between  sessions  occurring 


II 


/ess  frequently  the  thread  of  connection  and  spirit 
of  enthusiasm  is  apt  to  be  lost.  Six  meetings  once 
a  week  consume  no  more  time  than  six  meetings  of 
the  same  length  once  a  month  and  are  far  more 
profitable.  ^  Besides,  attendance  is  more  apt  to  be 
regular.  Frequent  meetings  may  be  said  to  be  es¬ 
sential  to  the  purpose  of  a  mission  study  class.  They 
should  be  of  sufficient  length.  Many  of  the  best 
classes  have  given  an  hour  and  a  half  to  each  session. 
It  is  none  too  much  and  often  proves  too  little.  An 
hour  should  be  the  minimum  limit.  Under  any  cir¬ 
cumstances  begin  sharp  on  time,  whether  the  class 
has  fully  assembled  or  not,  and  close  with  equal 
promptness. 

Most  of  the  text  books  contain  either  six  or  eight 
chapters,  and  it  has  become  a  convention  to  cover 
one  chapter  at  each  recitation.  With  so  few  meet¬ 
ings  much  must  be  omitted,  but  it  is  usually  better, 
especially  in  a  first  attempt,  to  plan  a  short  course. 
Members  can  be  secured  more  easily  and  will  be  will¬ 
ing  to  attend  more  regularly  for  six  meetings  than  for 
twenty.  If  a  class  is  organized  early  in  October  it 
can  complete  its  sessions  before  the  Christmas  holi¬ 
days. 

An  excellent  place  for  meeting  is  around  a  large 
table  in  a  private  house.  If  a  table  is  not  to  be  had, 
at  least  sit  in  a  circle.  It  is  better  to  meet  in  the 
same  place  each  time. 

6.  Organization  Meeting.  Suggestions  in  regard  to 
this  meeting  are  given  in  the  special  helps  on  each 
course  for  the  leader.  The  time  at  the  regular  ses¬ 
sion  will  be  spent  to  far  greater  advantage  if  there 
has  been  a  previous  meeting  of  the  class  at  which 
the  division  into  regular  members  and  visitors  is 
finally  made,  the  method  of  working  fully  explained 
and  the  assignment  of  the  first  lesson  taken  down  in 
the  note  books.  Copies  of  the  text  book  should  be 


12 


on  hand  for  sale.  The  organization  meeting  may 
sometimes  be  combined  with  the  meeting  for  adver¬ 
tisement  mentioned  above,  but  if  it  be  hurried  the 
session  following  will  probably  be  a  failure. 

V.  ITS  METHODS 

The  best  way  in  which  to  secure  lasting  impres¬ 
sions  that  shall  lead  to  action  is  not  a  talk  by  the 
leader,  nor  a  rote  recitation  on  the  text  book,  nor 
a  series  of  papers,  but  a  free  discussion  by  the  class 
of  properly  selected  problems.  The  interest  and 
profit  of  the  discussion  will  depend  largely  on  the 
judgment  with  which  these  problems  have  been 
chosen  and  formulated. 

The  formulation  of  problems  is  what  is  called  the 
making  of  “assignments.’*  This  should  be  illus¬ 
trated.  Let  us  say  that  the  chapter  assigned  for  a 
lesson  is  upon  the  Religions  of  China.  The  class  is 
not  told,  as  is  the  case  in  a  school,  to  be  prepared  to 
answer  questions  as  to  the  contents  of  that  chapter, 
they  are  not  told  to  learn  the  names  and  doctrines 
of  the  several  cults  so  that  they  may  repeat  to  the 
leader  the  facts  and  figures  enumerated  in  the 
chapter.  What  is  done  is  to  give  the  class  certain 
problems  suggested  by  the  contents  of  the  chapter 
with  the  request  that  they  be  prepared  to  discuss 
them.  For  example,  when  the  class  meets,  instead  of 
the  leader  asking:  “Name  the  religions  of  China,’’ 
he  will  state  that  the  first  topic  to  be  discussed  is  the 
difference  between  religious  conditions  in  America 
and  China.  In  the  discussion  which  follows  the 
class  will,  of  course,  show  at  once  that  we  have  one 
and  China  three  or  four  religions,  and  then  further 
discussion  will  bring  out  the  names  and  chief  char¬ 
acteristics  of  those  Eastern  faiths.  Then  following 
this,  the  leader,  instead  of  asking  “What  are  the 
objections  to  Taoism?”  will  say:  “We  now  come 

13 


to  the  second  topic  for  discussion,  which  is;  ‘Why 
would  you  rather  be  a  Christian  than  a  Taoist?’” 
In  the  discussion  which  follows  there  will  naturally 
emerge  the  objections  to  that  pagan  cult,  but,  more 
than  this,  there  will  emerge  the  realities  of  the  situ¬ 
ation  in  which  they  who  profess  it  live. 

Thus  it  will  be  seen  that  by  such  a  system  of 
topic  discussions,  or  “assignments”  as  they  are 
called,  all  the  facts  are  brought  out  and  a  great  deal 
more,  since  they  are  brought  out  alive  instead  of  dead. 

Now  in  teaching  a  class,  the  hardest  thing  to  do  is 
to  prepare  such  assignments  as  will  create  interesting 
discussions  and  bring  the  subject  matter  of  the 
chapter  before  the  class  in  a  living,  vital  way.  The 
great  thing  to  know  about  making  assignments  for  a 
class  is  that  they  must  be  such  as  will  suggest  to  the 
class  a  way  in  which  that  which  is  presented  in  the 
chapter  can  be  seen  in  relation  to  their  own  experi¬ 
ence. 

The  suggestions  for  leaders  mentioned  above 
contain  assignments  in  this  form  to  be  given  out 
each  week,  studied  by  the  class  by  the  help  of  the 
text  book,  and  discussed  at  the  following  meeting. 
These  assignments  will  need  adaptation  to  certain 
classes,  but  they  have  been  found  a  great  help. 
These  suggestions  also  outline  the  principal  points 
of  each  discussion. 

7.  A  Typical  Session.  The  methods  of  the  mis¬ 
sion  study  class  may  perhaps  best  be  presented  by 
a  sketch  of  a  typical  session. 

The  class  gathers  around  a  large  table  in  a  pri¬ 
vate  house  or  parish  house  shortly  before  eight 
o’clock.  On  the  wall  hang  a  large  map,  a  chart 
and  a  blackboard.  Books  obtained  by  the  librarian 
for  reference  and  circulation  lie  on  the  table. 

As  the  hour  strikes  the  leader  offers  a  brief 
prayer.  His  words  and  manner  indicate  that  he 

14 


is  looking  to  God  for  real  results.  He  begins  with  a 
few  informal  questions,  that  have  nevertheless  been 
carefully  prepared  to  draw  out  special  interests  that 
have  been  aroused  by  the  study  of  the  past  week,  or 
special  difficulties  that  have  been  met.  The  whole 
tone  of  the  meeting  is  not  that  of  a  school  recitation, 
but  of  a  social  gathering. 

The  leader  asks  one  of  the  class  to  state  clearly 
the  first  question  to  be  discussed,  and  then  calls  on 
two  or  three  other  members  in  turn  for  their  opinions. 
His  manner  is  sympathetic  and  encouraging,  and 
instead  of  criticising  the  views  expressed  he  asks 
further  questions  which  help  the  members  to  supple¬ 
ment  and  criticise  them  for  themselves.  One  rather 
long-winded  member  starts  a  digression,  but  the 
leader  courteously  replies  that  there  is  not  time  to 
enter  upon  that  point  just  now,  and  tactfully  holds 
the  class  to  the  topic.  Material  from  former  lessons 
is  constantly  utilized  in  the  discussion. 

More  obvious  sides  of  the  topic  are  drawm  from 
two  or  three  members  who  are  less  acute  than  the 
others  and  more  apt  to  be  embarrassed.  No  mem¬ 
ber  is  allowed  to  remain  long  in  silence.  At  times 
the  class  discuss  spontaneously,  and  then  the  leader 
wisely  hold  his  peace,  only  interposing  to  keep  them 
on  the  main  track;  at  other  times  the  discussion 
flags,  and  then  the  questioning  powers  of  the  leader 
are  taxed.  He  does  not  hesitate  to  attack  the  views 
of  the  members  in  a  good-natured  way  in  order  to 
stir  them  up  in  defense.  After  fifteen  minutes,  a 
paper  bearing  on  the  question  just  treated  is  some¬ 
times  called  for  and  the  class  is  now  prepared  to 
listen  with  interest  to  views  of  authorities  whom  the 
writer  of  the  paper  has  consulted. 

In  order  to  give  some  practice  in  teaching,  the 
conduct  of  the  discussion  on  the  next  question  may 
perhaps  be  assigned  at  the  previous  meeting  to  one 

15 


of  the  members.  It  may  not  be  so  well  done  as  the 
leader  could  do  it,  but  the  class  appreciate  the 
difficulties  of  a  first  attempt  and  respond  sympathet¬ 
ically.  For  the  treatment  of  the  third  and  last 
question  the  leader  resumes  control. 

At  ten  minutes  past  nine  the  class  join  in  sum¬ 
marizing  what  they  consider  the  most  important 
points  brought  out  in  the  whole  discussion.  A  few 
questions  from  the  leader  make  clear  to  them,  how¬ 
ever,  that  what  they  have  learned  only  leads  to  yet 
more  interesting  topics.  The  problems  to  be  dis¬ 
cussed  at  the  next  session  are  therefore  taken  down 
not  as  a  task  imposed  by  the  leader,  but  as  helpful 
suggestions  for  guidance  in  study.  The  leader 
now  reads  a  passage  of  Scripture  that  enforces  as 
nothing  else  can  the  phase  of  missions  that  has  been 
discussed,  and  the  session  closes  with  two  or  three 
brief  prayers  by  the  class  that  show  that  their  feel¬ 
ings  have  been  stirred.  Sharp  at  9.30  everything  is 
over  and  after  a  little  social  conversation  the  members 
depart. 

On  another  evening  twenty-five  minutes  is  spent 
in  a  debate  on  a  question  adapted  to  this  purpose. 
The  members  are  assigned  their  sides  at  the  preced¬ 
ing  meeting.  Each  in  turn  is  allowed  two  minutes  for 
an  opening  talk  and  one  minute  on  the  second  round. 
The  order  of  speaking  is  set  down  on  the  blackboard 
and  the  leader  holds  a  watch  and  cuts  off  each 
speaker  sharp  on  time  so  that  things  are  kept  in  a 
state  of  tension.  The  principal  points  scored  by 
each  side  are  summarized  on  the  blackboard  as  they 
are  brought  forth,  in  order  to  avoid  repetition  and 
enable  the  opponents  to  see  clearly  what  they  must 
attack. 

Much  of  the  success  of  the  meetings  has  depended 
on  the  arrangement  of  the  material  and  preparation 
of  suggestive  questions  by  the  leader,  much  on  faith- 

16 


ful  work  and  free  participation  on  the  part  of  the 
class,  but  all  these  have  been  only  vehicles  for  great, 
burning  ideas  that  have  thus  had  free  access  to  the 
minds  and  consciences  of  the  members. 

As  the  sessions  continue,  the  earnestness  of  the 
leader  becomes  more  infectious  and  his  prayers  are 
answered  when  several  of  the  members  volunteer  at 
the  close  of  the  course  to  lead  classes  themselves. 

VI.  RESULTS 

No  one  else  gets  so  much  good  out  of  a  study 
class  as  the  leader.  He  has  put  the  most  study  and 
prayer  into  the  work;  he  derives  the  greatest  benefit 
from  it.  Many  persons  who  have  hesitated  to 
undertake  leadership  have  testified  that  they  were 
more  than  repaid.  The  leader  will  ever  after  have 
a  more  vital  interest  in  the  study  he  has  taught,  in 
the  most  effective  methods  of  teaching,  in  the  mis¬ 
sionary  development  of  the  lives  of  the  members  of 
his  class,  in  the  welfare  of  the  great  missionary 
enterprise. 

The  members,  like  the  leader,  will  profit  in  pro¬ 
portion  to  their  work.  Those  who  have  been  most 
earnest  and  prayerful  in  study  and  discussion  will 
carry  away  the  greatest  personal  blessing.  They 
will  find  all  missionary  information  in  the  future 
more  interesting,  because  it  is  more  or  less  intimate¬ 
ly  related  to  the  subject  they  have  studied.  They 
will  be  far  more  likely  to  read  missionary  books  and 
to  join  another  class.  Their  gifts  to  missions  will  be 
more  liberal,  because  they  will  appreciate  the  needs 
and  uses  for  their  money.  Their  prayer  for  mis¬ 
sions  will  be  more  effective,  because  more  intelligent 
and  specific.  They  will  be  more  ready  to  render 
service  in  missionary  meetings  and  on  committees. 
They  will  make  use  of  their  knowledge  in  conversa¬ 
tion,  in  the  Sunday  School  and  perhaps  in  leading 

17 


classes  themselves.  Some  at  least  will  be  more 
ready  to  hear  the  call  for  service  on  the  foreign  field. 
In  years  to  come,  they  will  give  thanks  in  distant 
lands  that  God  ever  led  them  into  a  mission  study 
class. 

These  results  are  not  mere  possibilities,  but  can 
be  shown  by  testimonies  to  have  been  actually 
achieved.  Your  testimony  may  be  better  than  any¬ 
thing  that  has  yet  been  received. 

The  Educational  Department  has  been  created  in 
order  that  the  people  of  the  church  may  be  led  in  the 
systematic  study  of  its  task.  The  days  of  supporting 
the  cause  because  we  have  had  our  emotions  tem¬ 
porarily  aroused  by  a  passing  missionary,  or  because 
our  rector  begs  money  out  of  us,  or  because  we  feel 
that  our  position  in  the  community  demands  that 
we  contribute  so  much — the  day  for  supporting  mis¬ 
sions  on  such  grounds  are,  thank  God,  passing.  The 
only  kind  of  effort  and  giving  on  our  part  which  can 
be  blessed  is  intelligent  giving.  If  we  are  to  win, 
every  private  in  the  rear  rank  of  God’s  army  must 
know  what  the  warfare  is  about  and  how  the  cam¬ 
paign  is  progressing,  and  must  be  able  and  ready  to 
add  his  intelligent  help  to  them  that  are  leading  the 
way.  The  Educational  Department  exists  to  help 
church  people  then  to  know  what  and  why  and  how 
the  church  is  doing,  and  it  is  glad,  so  far  as  it  is  able, 
to  answer  all  questions  and  render  any  kind  of  help. 

The  Educational  Secretary, 

281  Fourth  Avenue, 

New  York  City. 


